Open AccessA cognição histórica situada: expectativas curriculares e metodologias de ensino
Author(s) -
Geyso Dongley Germinari,
Marcos Roberto Barbosa
Publication year - 2013
Publication title -
antíteses
Language(s) - English
Resource type - Journals
ISSN - 1984-3356
DOI - 10.5433/1984-3356.2012v5n10p741
Subject(s) - syllabus , presupposition , conscience , narrative , pedagogy , cognition , psychology , sociology , perspective (graphical) , mathematics education , humanities , epistemology , art , philosophy , visual arts , literature , neuroscience
This research of qualitative nature has as objective to analyze how a group of elementary school’s teachers formulates its teaching method, under the perspective of located historical cognition. The theoretical and methodological presuppositions of the Historical Education are present in the teaching and learning conception of the State Syllabus Guidelines of History, referring to a located historical cognition. The syllabus affirms that the teachers’ pedagogic work has as purpose the formation of the students’ historical thought, through the historical conscience. In order to do that, it suggests the use of the historical investigation method in classroom, articulated by the historical narratives of the subjects. Based in the theoretical and methodological referential of the “methodological structuralism”, the investigation used standardized questionnaire and semi-structured interview applied to four teachers. The results indicate that the teachers use in their teaching method elements of the historical investigation, which is a practice that potentiates in the student the development of a cognition located in the science of history.